The learner’s motivation to learn the foreign language is absolutely critical to success. Teaching and Researching: Motivation combines Dornyei’s own. Cultivating motivation is crucial to a language learner’s success – and therefore theory-driven account of motivation, “Teaching and Researching Motivation. Cultivating motivation is crucial to a language learner’s success – and therefore crucial for the language teacher and researcher to understand.
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Skehan was perhaps one of the first scholars to call for teeaching research on applying attri- bution theory Section 2. Although rewards and punishments are too often the only tools present in the motivational arsenal of many teachers, the spectrum of other poten- tially more effective motivational strategies is so broad that it is hard to imagine that none of them would work.
We will return to this finding and its repercussions at the end of this chapter and in Chapter 4.
Schools as a whole may also play an important role in socialising student motivation, depending fesearching the kinds of ethos they promote. Not surprisingly, perhaps, a small body of literature developed during this period that began to explore the theoretical interface between autonomy and motivation, and the relationship between motivation and learner strategies. We have also seen in Chapter 1 in Section 1.
If we look at general motivational psychology, the same tendency can be noted: Williams and Burden were concerned with the developmental aspects of learner attributions in L2 studies. These might relate to other academic studies as well as various personal and social goals.
Moreover, when we talk about sustained long-term activities such as learning a foreign language, motivation does not remain constant during the course of months, years or even during a single lesson.
Sociocultural theory derives from the work of the Russian psycho- logist Lev Vygotskymotivatoin has grown to have a major influence on thinking in developmental and educational psychology for an L2 -specific review, see Lantolf and Thorne, The literature has emphasised the distinctiveness of the motivation to learn a language by identifying the unique behavioural and psychological implications of acquiring a new set of habits, and of allow- ing ‘elements of another culture into one’s own lifespace’ Gardner, 1 In relation to motivation, the analysis of cultural and societal influences has usually focused on the motivational characteristics of students from particular ethnic groups e.
It might be helpful for teachers to approach students as if they lived in a anf of ambivalence toward learning researxhing experiencing both reasons to approach and reasons to avoid speaking the L2. Dornyei and Otto English language education in Japan or Argentinabut also the unique teacging, history and social dynamics of a particular classroom, or of other kinds of learning context such as self-access centres, virtual classrooms, distance learning or other independent learning settings.
Recently, growing interest in the temporal dimension of motivation, and in particular future time per- spectives, has begun to emphasise the importance of the utility value of tasks – that tteaching, the extent to which students are able to perceive a clear dornhei relationship between current academic tasks and the attainment of personally valued long-term goals e.
Moreover, in these studies the Ideal L2 Self was consistently found to explain the criterion measures better than Integrativeness typically explaining more than 40 per cent of the variance, which is an excep- tionally high figure in motivation studies.
Scherer explains that already Plato proposed that the human soul contained three components: As noted briefly in Chapter 1attribution theory was also one of the few cognitive models of motivation to integrate emotions, in terms of the specific emotional consequences of particular causal attributions Weiner, We will revisit the concept of interest in Section 4.
Teaching And Researching Motivation
What are the issues we need to explore and explain? It seems to be the single most important classification principle in the field of psychology, judging from subdivisions in textbooks and professional associations, from journal titles, and from perceived affili- ations.
Other editions – View all Teaching teacuing Researching: Educational psychologists have long recognised that various family characteristics and practices are linked with school achievement for a comparative review of American and East Asian parenting, see Pomerantz et ah,and one of the central mediators between fam- ily and school is generally thought to be motivation Gottfried et ah, Gardner argues that these three components belong together because the truly motivated individual displays all three.
Over the past few years several quantitative studies have been con- ducted to specifically test and validate the L2 Motivational Self System in a variety of learning environments e.
Teaching and Researching Motivation – Zoltán Dörnyei – Google Books
The reason for such variation and selectivity is that, as noted in Chapter 1much past research has been concerned with the challenge of reduction, that is, trying to distil a relatively small number of motivational factors that would subsume or mediate numerous other factors, thereby producing a theoretical rather than descriptive framework. We shall see in later chapters how current theoretical approaches are rising to this challenge.
Introjected regulation involves externally imposed rules that the student accepts as norms to be followed in order not to feel guilty e. In Chapter 5, we will look in more detail at effective teacher practices, behaviours and strategies to promote and support student motivation.
These underlying dimensions motivwtion a balanced mixture of mltivation, cog- nitive and affective constituents see also Guastello et al. Again, in parallel with contemporary perspectives on the dynamic relationship between context and motivation, current analyses of fam- ily and parental influence draw attention to the bidirectional nature of the socialisation process between parents and children, as well as inter- actions with multiple socio-contextual forces Pomerantz et ah, As a conceptual scheme, the L2 Motivational Self System, including the concept of possible selves, holds a great deal of promise.
Full text of “Teaching And Researching Motivation”
The more specific or explicit the goal, the more precisely perfor- mance is regulated. As a result of these and other concerns – par- ticularly the undertheorised nature of the concept of integrativeness from a cognitive psychological point of view see Ushioda, – integrative motivation has played a rapidly diminishing role in L2 motivation research during the past decade, to the extent that currently few active motivation researchers would include the concept in their research paradigms.
Teachers naturally act as key social figures who affect the motivational quality of the learning process in positive or negative ways.
Contents Motivation and language teaching. While longitudinal surveys of this kind may offer only a fairly global picture of change, they can usefully shed light on particular dimen- sions of motivation which are more or less susceptible to change.
An important point to note is that although the ideal and ought selves are similar to each other in that they are both related to the attainment of a desired end-state, Higgins emphasises that the predilections associated with the two different types of future selves are motivationally distinct from each other: There is one common feature of most motivational approaches both in the L2 field and in educational psychology: Future self-guides Although earlier in this chapter in Section 4.
That is, if we look at the tapestry of human mental characteristics as an interwoven and fluid system, does it researchijg any sense to distinguish subsets of these characteristics and talk about, say, motivational or cognitive factors?